Design And Research Of Effective Questioning In High School Chemistry Classroom Based On Deep Learning

With the introduction of the core literacy of the chemistry subject,how to promote the development of the core literacy of the students is an important topic for teachers in chemistry middle schools.It is obvious that a good teaching model is definitely an important way to implement the core literacy of the subject.Nowadays,various new teaching models are emerging one after another,and deep learning classrooms,as outstanding representatives that have emerged in recent years,are undoubtedly the focus of high school teachers.Based on some difficulties encountered in deep learning classroom practice,the author selects the research of deep learning classroom questioning as the entry point for this topic.This research is mainly composed of four parts.In terms of literature review and theoretical preparation,it sorts out the related researches of the predecessors,defines the two core concepts of chemistry deep learning classroom and classroom effective questioning,and uses this as the research object of this topic..Secondly,the deep learning theory and the classroom effective questioning theory have been integrated at the theoretical level,so that the two can complement and promote each other in some aspects,so that the research of the subject has a theoretical foundation,and finally the subject is also involved The related theories of pedagogy,such as the theory of constructivism,the theory of the zone of recent development,and so on.The second part is to understand the current situation of classroom questioning through the questionnaire survey method.Through the design and implementation of the questionnaire "About the current situation of chemistry deep learning classroom questioning",the author understands the current status of chemistry deep learning classroom questioning.In the third part,after analyzing the causes of the above-mentioned problems,this paper presents optimization strategies to improve effective questioning in deep learning classrooms by combing theories and consulting experienced teachers.Finally,based on the above strategy,the author meticulously designed a teaching design for a new class,and conducted a school-wide open class with full video recording.Later,the classroom observation method and interview method were used to understand whether the above optimization strategy worked,and the results were satisfactory.The research in this paper can draw the following conclusions:1.Through the statistical analysis of the results of the questionnaire survey,it can be found that in the deep learning classroom,the design of the core questions lacks theoretical guidance,the design questions are random,many questions are out of the actual situation of production,most of the chemistry knowledge questions,and the students generally lack interest in exploring questions.;The lack of generative nature of driving problems makes it difficult for students to actively participate in the classroom,or the proliferation of generativeness makes the classroom inefficient;in the process of questioning,the time for students to solve problems and discuss and communicate within the group is too short,which violates deep learning The original intention of the classroom to encourage students to solve problems by hand;in terms of questioning and evaluation,the teacher’s evaluation has a single dimension,focusing on knowledge,neglecting ability,and diminishing literacy.2.The strategy given by the author for optimizing classroom questioning is that the design of core questions should be based on a structured core knowledge,and the core literacy of chemistry should be fully explored,and finally the situation should be given.The packaging of the driving question should be taken into consideration of students’cognitive laws,and the "accidents" that may appear in the classroom should be fully preset,and the necessary generativeness should be maintained;in the process of questioning,in addition to a small amount of necessary teacher guidance In addition,students should be bold and let go to actively participate in the whole process of problem solving;in the question and evaluation stage,teachers should ask more questions,emphasize the process and neglect the conclusion,and show the students’chemistry thinking and key abilities in the problem-solving process,and the evaluation dimension should be more Diversified,the focus should be on whether the core literacy of the subject is developed.Through the verification of classroom practice,the above strategies are operable and effective.